Planning Worksheet Based on Gagne’s Nine Events of Instruction

Expand the worksheet to fit your answers. Transfer your ideas from this worksheet to a Word document that
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Subject Matter/Class Title: _____________________________________________ Grade/Student Description: ___________________

Topic to be covered: ____________________________ Amount of Time for Instruction: ________________

Major Concepts and Facts, Procedures and Skills, or Attitudes to be conveyed: ___________________________________________________
__________________________________________________________________________________________________________________
Gagne’s Events of Theory/Reason Guiding Question for Examples of How to Incorporate the Your Answers to the
Instruction * Behind Planning Planning Event Guiding Question
for the Event (Instructional Strategies)
Gain Attention Reception How will you get and keep  Begin with the question “What do you
the students’ attention? think”?
 Use novelty or creativity to present the
topic.
 Relate the topic to a current event or a
subject relevant to the students.

Inform Learners of the Expectancy How will you inform your  Provide the written objectives or an outline
Objectives students of the lesson as an advance organizer.
objectives?  Solicit their thoughts on what they would
like to know or think they should know
about the topic, then present what you
think. (KWL charts: Know-Want to Know-
Have Learned charts)
 Show a video of the desired performance.
 Provide a rubric for the activity or task.

Stimulate Recall of Retrieval How will you remind  Review a previous lesson.
Prior students of the applicable  Give a quiz or “pre-test” on the knowledge
Knowledge/Learning knowledge that they or skills they are to recall and use.
learned in the past, or their  Draw or have students draw a concept map
previous related of their current perceptions about the topic.
experiences?  Have students summarize the prerequisite
knowledge and/or skills.
 Pose a discussion question to encourage
students to think of related experiences.
PSLC Curriculum & Instructional Procedures Page 1 of 4
Rev. 8/2008
 Gagne’s Events of Theory/Reason Guiding Question for Examples of How to Incorporate the Your Answers to the
Instruction * Behind Planning Planning Event Guiding Question
for the Event (Instructional Strategies)
Present the Stimulus Selective How will you teach the  Give a lecture on the topic.
(content or learning Perception information or what type  Give a multimedia introduction to the new
activity) of learning activity or knowledge and/or skills.
environment will you  Present the content in story form.
create to foster learning?  Provide a guest speaker.
 Present a problem or case and require
students to research the content to
determine a solution or analyze the case.
 Require students to take a self-paced
tutorial to learn the content.

Provide Guidance to the Semantic Encoding How will you provide  Demonstrate the skill or apply the
Learners guidance (scaffolding, knowledge as an example or non-example.
support) to the learners?  Use questioning to help students exercise
critical thinking skills.
 Model the desired behavior or thought
processes (cognitive apprenticeship).
 Use teacher-student or peer-collaboration
to conduct an experiment or try out the
desired behavior.
 Use a physical model or concept maps to
portray the relationships.

PSLC Curriculum & Instructional Procedures Page 2 of 4

Rev. 8/2008
 Gagne’s Events of Theory/Reason Guiding Question for Examples of How to Incorporate the Your Answers to the
Instruction * Behind Planning Planning Event Guiding Question
for the Event (Instructional Strategies)
Elicit Performance from Responding (also What type of homework,  Use role-plays based on authentic
the Learners Retrieval) practice, or learning scenarios.
activities will you provide  Have students work through case studies or
to help the students learn? problem scenarios.
 Use simulations and games to practice.
 Provide homework.
 Have students complete projects or
construct job aids that display the relevant
skills or knowledge they are to have
learned.
 Have students provide examples.

Provide Feedback to the Reinforcement What will you do to let the
Learners learners know how they’re
doing? How will you
correct, affirm, or
encourage them?
 Indicate whether student examples are
correct/incorrect.
 Correct projects or papers.
 Have peers critique the performance or
project.
 Suggest alternatives to achieve the same or
different results.
 Pose “what if?” questions.

PSLC Curriculum & Instructional Procedures Page 3 of 4

Rev. 8/2008
 Gagne’s Events of Theory/Reason Guiding Question for Examples of How to Incorporate the Your Answers to the
Instruction * Behind Planning Planning Event Guiding Question
for the Event (Instructional Strategies)
Assess the Performance Retrieval How will you know that  Provide a test of the new knowledge, a
of the Learners the students have learned skills mastery test, or opportunity to exhibit
the material or can do the a changed attitude.
desired tasks?  Require the development of a project that
demonstrates the desired behavior, or
provides evidence of application of the
learned concepts.
 Require students to suggest alternatives to
a procedure, plan or product presented.
 Require the learner to construct a summary
of the new information.

Enhance the Retention Generalization What will you do to  Provide remediation when the student
& Transfer of the New enhance the retention & exhibits incomplete or unsatisfactory
Skills, Knowledge, transfer of the new skills, performance.
and/or Attitudes knowledge, and/or  Provide job aids or memory (mnemonic)
attitudes? aids that students can use in the future to
remind them of the knowledge or
procedures, or that can guide them in the
desired behavior.
 Provide recommendations of future
knowledge or skills to acquire that build
upon the current lesson.
 Provide ill-structured authentic problems
that will aid the future transfer of the
learned knowledge or skills.

* Adapted from: Gagne, R. (1985). The Conditions of Learning (4th ed.). New York: Holt, Rinehart & Winston .

[More information available at http://ide.ed.psu.edu/idde/tree/treef.asp?start=1 ]

PSLC Curriculum & Instructional Procedures Page 4 of 4
Rev. 8/2008